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Phonemic Segmentation: Testing and Training
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Wim H.J. van Bon, Rob Schreuder, Hermien C.M. Duighuisen, Mariëtte T. Kerstholt
Finally, spelling entails an automatic check on the validity of the units produced. Consider, for example, a word like hark [rake]. It is often segmented h-ar-k. The vowel and the next consonant are taken together. The Dutch spelling system, however, does not have a grapheme to represent the sound complex ar. From this fact the writing child can know that the segment ar is not a basic sound in the alphabetic representation system and that the segmentation should be reconsidered so that it only results in elements that belong to the about 35 units for which graphemes exist.
Physiology of Hearing
Published in John C Watkinson, Raymond W Clarke, Christopher P Aldren, Doris-Eva Bamiou, Raymond W Clarke, Richard M Irving, Haytham Kubba, Shakeel R Saeed, Paediatrics, The Ear, Skull Base, 2018
Soumit Dasgupta, Michael Maslin
For a complex sound to be periodic, the sinusoidal components must have a harmonic relationship; each component is an integer multiple of the fundamental. An aperiodic sound is the opposite of this as it does not repeat over time. It is therefore impossible to predict what such a waveform will look like from one moment to the next. While sounds that are (at least nearly) periodic are common in some forums, such as the sounds produced by pitched musical instruments, the majority of sounds in nature are aperiodic and therefore cannot convey pitch. Aperiodic sounds include wind noise, traffic noise and percussive instruments. Spoken speech contains both periodic and aperiodic sounds. The spoken vowel sounds are typically periodic, while consonant sounds are aperiodic.
Sound
Published in Robert A. Harris, Writing with Clarity and Style, 2017
Match the device with the question. _____ Which device employs vowel sounds in the middle of words?_____ Which device employs the repeated initial letters of words?_____ Which device employs words whose pronunciation imitates sounds?_____ Which device employs consonant sounds at the end of words?alliterationonomatopoeiaassonanceconsonance
Equitable access to speech practice for rural Australian children using the SayBananas! mobile game
Published in International Journal of Speech-Language Pathology, 2023
Sharynne McLeod, Grace Kelly, Beena Ahmed, Kirrie J. Ballard
Three aspects were measured with children and families in rural Australia to examine the effect of the SayBananas! app on the speech of children with SSD: speech production, usage, and feedback (usability, accessibility, and rating of the content, format, features, and functions). At baseline, the 21 participants’ mean PCC on the ISS was 75.91% (SD = 20.42; median = 80.15%). A wide range of individualised targets were identified for the participants. They included fricatives, approximants, consonant clusters, vowels, fronting, context-sensitive voicing, weak syllable stress, and polysyllabic words. For example, participant 28 practiced words containing /l/ and /w/, whereas participant 57 practiced words containing /θ/, /ð/, and final weak-syllable stress. Individual data are provided in Supplementary Table I.
The orofacial, oromotor, speech, and voice characteristics of adolescents in youth detention: a comparison of groups with and without prenatal alcohol exposure
Published in Speech, Language and Hearing, 2022
Natalie R. Kippin, Suze Leitão, Rochelle Watkins, Raewyn Mutch, Amy Finlay-Jones
Regarding speech anomalies, 11 of the 95 adolescents (12%; 7 with PAE, 4 with no PAE) presented with atypical speech and motor speech characteristics. Four of these 11 adolescents (3 with PAE, 1 with no PAE) demonstrated articulation and/or phonology errors. Error patterns observed among the adolescents with PAE included: gliding of a liquid consonant, deletion of initial and final consonants, deletion of consonants in clusters, and weak syllable deletion. Error patterns observed in the one adolescent with no PAE included voicing an unvoiced consonant and fronting of a consonant. A further four of the 11 adolescents (3 with PAE, 1 with no PAE) had a lateral lisp, and another two (both with no PAE) had a frontal lisp. Three of 95 adolescents (3%; 3 with PAE) presented with a stutter, each of whom demonstrated secondary behaviours to stuttering, including head jerking, eye blinking, mouth groping, looking away, taking additional time, and changing their word choice. No adolescent in the No-PAE and U-PAE groups was observed to stutter; however, one adolescent from the No-PAE group reported a resolved stutter.
Speech and Language in 5-year-olds with Different Neurological Disabilities and the Association between Early and Later Consonant Production
Published in Developmental Neurorehabilitation, 2021
Anna Nyman, Sofia Strömbergsson, Katarina Lindström, Anette Lohmander, Carmela Miniscalco
Consonant production was assessed using the Swedish articulation and nasality test (SVANTE).32 The minimal standard set was used, including 30 words representing 10 of the 18 different Swedish consonants. Six plosives (/p/,/b/,/t/,/d/,/k/,/g/), three fricatives (/f/,/v/,/s/) and one nasal consonant (/n/) were included. All consonants were assessed in initial position and in three different words (except for /v/ and /s/ in two words. /s/ was also assessed in final position in two words). Phonetic transcription of the elicited words of the SVANTE was made using semi-narrow transcription.26 Two experienced SLPs transcribed the whole material independently for determination of inter-transcriber reliability. They also re-transcribed the material of three randomly selected participants (corresponding to 27% of the total number of participants) for calculation of intra-transcriber reliability.